Covid-19 PandemicProject-Based Learning as Interprofessional Learning Model to Improve Student With Special Needs’ Self Efficacy

  1. Halim Purnomo 1
  2. Abdul Karim 2
  3. Firman Mansir 1
  4. Jesús Alberto Valero Matas 3
  1. 1 Muhammadiyah University of Yogyakarta
    info

    Muhammadiyah University of Yogyakarta

    Yogyakarta, Indonesia

    ROR https://ror.org/03anrkt33

  2. 2 Universitas Muhammadiyah Cirebon
    info

    Universitas Muhammadiyah Cirebon

    Cirebon, Indonesia

    ROR https://ror.org/045vhys49

  3. 3 Universidad de Valladolid
    info

    Universidad de Valladolid

    Valladolid, España

    ROR https://ror.org/01fvbaw18

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Revista:
Sociología y tecnociencia: Revista digital de sociología del sistema tecnocientífico

ISSN: 1989-8487

Año de publicación: 2022

Título del ejemplar: Science, society, technological and communicational transformations

Volumen: 12

Número: 2

Páginas: 284-306

Tipo: Artículo

DOI: 10.24197/ST.2.2022.284-306 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Sociología y tecnociencia: Revista digital de sociología del sistema tecnocientífico

Resumen

Hay un énfasis particular en la educación para niños con necesidades especiales. Tienen derecho a una educación adecuada a sus necesidades. Este estudio tuvo como objetivo mejorar la autoeficacia de los estudiantes con necesidades especiales que estudiaron en escuelas primarias inclusivas mediante el uso del aprendizaje basado en proyectos. El método de investigación utilizó el cualitativo exploratorio con los instrumentos de entrevista, observación y documentación a través de la triangulación. Todos los instrumentos fueron analizados en profundidad, descriptivo narrativo. Esta investigación se realizó en las escuelas primarias inclusivas, entre otras cinco Escuelas Primarias Públicas (PES). Los hallazgos muestran que el enfoque de aprendizaje basado en proyectos en las escuelas primarias inclusivas en la pandemia de covid-19 mejoró efectivamente a los estudiantes con necesidad especial de ser activos, participativos y sentirse motivados para resolver los problemas de aprendizaje experimentados por los productos de aprendizaje producidos.

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Fuente de los datos: Dialnet